Creating cultural resources and reading: A case study of a public library and invisible parental pedagogy in Tokyo

Cultural resources are key themes when considering educational inequalities and disparities in the social structure. Inspired by Bernstein's invisible pedagogy, this study proposes a model of family transition and knowledge accessibility in child-rearing in Japan. We focus on the reading activities in a community library, conduct a case study of parental consciousness in family education in Tokyo, and examine the possibility of creating cultural resources by improving the reading environment at the local level.